Understanding By Design Unit Template

Alternate Environment Activities 10

Title of Unit Grade Level
Physical Education Approx. 6 lessons
Subject Time Frame
Jessie-Leigh Fleury
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Building Lifelong Learners: Students will understand why daily physical activity is essential to their health and overall
wellbeing, as well as understanding how building personal action plans benefit in developing lifelong learners. The skills learned
in this unit will be transferable to other health-related and skill-related activities, as well as other alternate environments that will
promote lifelong learning. An individual’s overall health and wellbeing is in a state of constant change, and these changes
depend on age and many other factors. Giving students confidence, competence, and sustainability to understand ways they can
remain active as they age will allow them to be lifelong learners and physically literate. Students will immerse in culturally
diverse activities throughout the unit that will benefit them in building the skills and knowledge to promote their curiosity of their
own cultural activities. Students will have the opportunity to think how technology can be used as a workout tool and how
fitness-related and non-fitness related technologies can assist in being physically active.

Building a Sense of Self and Community: Physical activity can be done individually or socially with others. Individuals who
are active often do so in their own communities. This can help to promote a sense of self within their community. Students will
also be able to examine barriers to health and wellness in their own lives. Students will work together as a team to build
communication skills, so they can help one another succeed. By working together, students will have a better understanding of
health-related and skill-related components of fitness. They will build a sense of self and community by learning the value of and
immersing in multicultural ways of knowing which will benefit students learning about the diverse population in their community.

Building Engaged Citizens: Students will experience opportunities to demonstrate positive physical activity behaviors to
enhance their own personal wellbeing, and the wellbeing of others. Students will understand the importance of being physical
activity role models, which will help to create citizens who are engaged in the wellbeing of themselves and their community.
Students will learn and participate in multicultural activities to help them become engaged citizen(s) in society. Students will
experience how technology can motivate and engage individuals to participate in physical activity.
Cross curricular Competencies
How will this unit promote the CCC?

Developing Thinking: In this unit, students will explore different transferable skills, create relationships with other students,
communicate strategies of teamwork, plan for and engage in movement activity, and apply deeper understandings of health-
related and skill-related components of fitness. Wellness 10 is inquiry-based and recognizes and builds upon the knowledge and
abilities that students already possess. Students will think about how the skills learnt can be transferable to other physical
activities and other environments. They will also have the opportunity to think contextually about the skillful physical movements
needed to properly execute a variety of exercises. Students will be encouraged to think about how certain skills and activities
throughout the unit can be adapted/modified to be more inclusive. Students will also be encouraged to think about how
technology influences are motivation to participate in physical activity, as well as the types of technology that can be
incorporated.

Developing Identity and Interdependence: Students will have the opportunity to develop an awareness of their natural
environment(s), social and cultural expectations, and individual and group wellbeing. Students will be able to act independently
in an interdependent environment. Through the development and implementation of their own fitness plan, students will
understand and promote growth physically, socially, mentally, and spiritually. Students will engage with each other as they
discover ideas and issues of the activities throughout the unit and how the activities connect to cultural diversity.

Developing Literacies: This unit will help students develop their physical literacy by improving their competence, confidence,
and sustainability in a wide variety of skillful physical movements. Students will learn the skills needed to succeed in planning for
and engaging in movement activities in self-selected individual and/or partner movement activities related to health and skill
components of fitness through diverse strands of communication. Visual demonstrations, auditory directions, speaking by
communicating to their teammates, kinesthetic maneuvering, and other literacies can be applied to teach the same skillful
physical movement. Developing a variety of literacies through teaching and learning will allow students from diverse cultures to
communicate efficiently with one another. Students will have the opportunity to develop their technological literacy through the
virtual weight-training class, as well as other lessons.

Developing Social Responsibility: Students will work on positively interacting and being respectful toward their peers while
being in partner movement activities. Students will also have the opportunity to work together to achieve shared goals within
the unit. This unit will also aid in addressing mutual concerns for wellbeing and applying decisions for individual, family,
community, and environmental wellness among the student. Students will learn the various ways to make the unit activities
inclusive and can apply these differentiations/adaptations when playing outside of the classroom. Students will understand how
technology can be integrated in order to make an environment inclusive and challenge or modify student ability.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

W3 - Plan for and engage in movement activity to increase confidence, competence, and sustainability in self-selected individual and/or partner
movement activities from each of the following categories:
● Body Management Activities (e.g., dance, yoga, pilates, martial arts, aerobics)
● Alternative Environment Activities (e.g., cycling, snowshoeing, cross-country skiing, swimming, hiking, skating, canoeing, trapping,
● weight lifting/going to a fitness centre)
● Target games (e.g., bowling, golf, archery, bocce ball )
Net/Wall games (e.g., tennis, table tennis, racquetball, squash)

W7- Promote sustainable well-being by planning for and engaging in movement activities, alone and with others, that enhance the health-
related (i.e., cardiovascular endurance, flexibility, muscular endurance, muscular strength, and body composition) and skill-related (i.e., power,
agility, speed, reaction time, balance, and co-ordination) components of fitness.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you want
students to understand & be able to use several years from now)
What misunderstandings are predictable?
Students will understand that...
- Physical activity increases one’s confidence, competence, and
sustainability
- Every individual has strengths and weaknesses, which affects the
movement activities we choose to engage in. In order to improve
overall performance, we need to understand how to manipulate the
movement to create success
- Individual’s participate/engage what they enjoy doing and enjoy what
they’re competent in
- Perfect practice makes perfect
- Reflection and planning aids in success
- How to incorporate health-related and skill-related components of
fitness into a fitness plan
- Strategies, rules, and skills to engage in certain skillful physical
movements
- Proper technique and form when lifting weights prevent injury
- Technology can be used in the creation of an exercise
program/fitness plan
What provocative questions will foster inquiry into the content? (open-
ended questions that stimulate thought and inquiry linked to the content
of the enduring understanding)
Content specific….
- What factors affect performance in any given physical activity?
- How do I choose which activities to participate in?
- How can I improve in activities I feel less confident in?
- Why is it important to plan for and engage physical activity?
- Does all physical activities have to include health-related and skill-
related fitness components?
- How can different dimensions of health-related fitness be
incorporated to increase performance in each activity?
- How has technology affected fitness trends and individual’s
motivation be healthy and physically fit?
- How can we make the activities throughout the unit inclusive for
all?

Related misconceptions…
FNMI, multicultural, cross-curricular…
- Planning and engaging in physical activity is only for those who need - How do cultural tradition norms influence individuals to
to lose weight participate in certain physical activities?
- Muscular endurance and strengthening activities are only for men (if - How has FNIM culture been integrated into physical activity?
women participate, they will get bulky and a unfeminine body) - What are some cultural barriers that prevent people from being
physically active?
- How can we include cultural diversity into these activities?
Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the indicators, or might also address pre-requisite
knowledge that students will need for this unit.
Students will know...
- The SMART and FITT principle (review of previous units)
- Alternative environment activities
- Physical, psychological, social, spiritual and environmental dimensions
of health and wellness
- How to incorporate physical activity on ground, water, snow/ice, air,
etc.
- Reflection mechanisms on strengths/weaknesses, confidences,
competencies, tactics, and strategies
- Basic tactics and strategies
- Different sports and physical activities that are relatable and have
interchangeable environments
- Students will know safety precautions and rules
- Communication skills within the group
- Activities including health-related and skill-related components
- Strategies for creating and implementing a fitness plan
- How technology can enhance motivation and keep individuals
accountable
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.
Students will be able to…
- Incorporate strategies that will promote success
- Plan for and engage in physical movement activities individually
and/or with partners
- Include health-relate and skill-related components to an
activity/fitness plan
- Asses their own level of confidence, competence, and
sustainability of their participation in the alternating environments
- Choose which physical movement activities best fit the individual
- Analyze the impact their health related fitness strengths and
weaknesses have on their performance of skills used in self-
selected physical movement activities
- Apply proper mechanics to complex skills required for
participation for certain physical movement activities
- Analyze influences that affect personal performance on
participation
- Create, implement, and revise personal fitness plan to enhance
competence, confidence, and sustainability in individual/partner
health-related and skill-related movement activities.
 Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in
“story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding
in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal G: Students should be able to plan and engage for a variety of health-related and skill-related activities that
What should students accomplish by promote confidence and competence in altering environments.
completing this task?
R – Role R: The role will be for all students to work respectively individually or in pairs during activities. Students are
What role (perspective) will your students expected to engage and experience in the activities and environments.
be taking?
A – Audience A: The target audience for this unit is grade 10 students who may or may not be relatively familiar with certain
Who is the relevant audience?
skills, activities, or environments. This unit will aim towards students who have basic skills of health-related and
skill-related components of fitness.
S – Situation
The context or challenge provided to the
student. S: The challenge involves the student being in charge of creating a fitness plan for themselves that includes
personal interests, strengths, health-related and skill-related components that will keep them accountable,
competent and confident. Note* Student also needs to take into consideration their weaknesses.
P – Product, Performance
What product/performance will the student P: The product will be a 4-week fitness plan that includes activities adaptable in the individuals community. It
create?
must include health-related and skill-related components that can be adaptable in different environments. It
must fit to meet the individual’s wants and goals, and meet the physical activity guidelines for their age.
S – Standards & Criteria for Success
Attach rubric to Unit Plan
Create the rubric for the Performance Task

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.
 - Students will record personal reflection at the end of each lesson of - Students will record personal reflection on each lesson during the
the unit to record their growth during the unit (summative) unit in a journal or email. The journal prompt questions are what
- Teacher observations throughout the unit providing constant they’ve learned and what they liked and disliked. (Note* journals
feedback (formative) are for self-reflection only, marks will be given for completion, not
- Students will create a fitness plan at the end of the unit that criteria).
reflects their personal interests and strengths throughout the unit
(summative)
- Unit test with questions, safety, rules about each activity
(summative)

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
• achieve the desired results identified in Stage 1?
• equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
By the end of this unit, students will have experience in a variety of activities with health-related and skill-related fitness component in alternative activities
that promote confidence, competence, and sustainability to plan for and engage in physical activity for life. Prior to the unit, students may have not had
‘free choice’ with certain activities and environments. They will have the opportunity to choose certain activities at the end of each lesson. Students will be
entering this unit at different proficiencies and levels of comfortability and confidence. This unit is made to enhance student skills that can be transferable
to other sports or physical activities they may participate in the future. Students will be explained what the unit will look like, where we are going, and the
end goal of the unit. Students will be presented with a variety of environments and asked to choose the top 3 they would like to experience most. Students
will also address in a pre-journal entry their concerns/fears of the alternate environment activities so the teacher(s) are aware. I will differentiate instruction
to accommodate all learners, as well as take suggestions for different modified activities that can be incorporated in the unit. Students with exceptionalities
will have certain modifications and adaptations to meet their needs and to help them succeed. The physical environment will vary depending on the skills
associated with that specific environment. Learning will be enhanced because of the varying activities outside a gymnasium and school. Students will be
able to witness others in fitness centers participating in physical activity which will enhance and motivate them to participate. Students will also be able to
gain deeper knowledge towards how technology is connected with fitness, their peers motivation and their own motivation to be physically fit.

How will you engage students at the beginning of the unit? (motivational set)
I will begin this unit by asking students to brainstorm the various ways they are exposed to fitness in their communities. I will then present them with the
different activities and environments we are exposed to in our community. I will ask students what activities they have participated in the community and
which were their favourites. The students will then be asked to vote their top 3 choices of what activities and/or environments they would like to participate
in this unit (majority rules).

Hypothetical Top 3:
- Snow (snowshoeing, cross country skiing)
- Water (Basic skills and games)
- Fitness centre (spin class and weight training class)
- Yoga class

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 - Brief history of snow-shoeing DI, DL, -Snowshoes

Introduction to - Where did it originate? How is snowshoeing and First Nations connected? DSR -Winter
Snow shoeing - Safety, rules, use of snowshoes clothes
- Where appropriate clothing, determine size of snowshoes by weight, have a buddy system -Winter
- Snowshoeing with a buddy boots
- Students will get into partners and create their own trails, follow the leader→ taking turns

- Establish a buddy system so that partners are responsible for helping each other with any
troubles and to ensure that the group stays together

- Perform a headcount before embarking on the walk so that you can make regular checks to
ensure all are present

- Perform to the best of your ability

- Snow shoe trail/walk

- After partnership, students will come together with teacher and teacher will lead a trail/walk.
During this trail, leaders can switch off
Students will be separated into small groups with an adult as a leader, who will lead them into
a beginner, intermediate, or advanced snow trail that is most comfortable for the students
Teacher assigns students to groups of similar learning ability
- Obstacle course with snow shoes
- Students will participate in an obstacle course set up in the school yard that includes stepping
over objects, going up mounds of snow, etc.
- Free choice with snow shoes
- Students will have time at the end of the lesson to explore with snowshoeing in set parameters
and a buddy system
- Journal entry (either written or virtual document)
- Describe one interesting fact you learned about snowshoeing. Did you enjoy today’s lesson?
Why or why not?
- The journal entry will provide student-centered learning: Students can express their learning
 experiences through student choice in visuals, speaking, or other methods of demonstrating
what they’ve learned

Differentiation/Adaptation

- Ski-poles will be available for use if needed for extra balance

- The guided walking trail will have different pathways, whether a student feels comfortable
trekking through the deeper snow will hills or going through flatter land with shallow snow

- The obstacle course will have different modifications from beginner to advanced that the
students can choose which is most comfortable

- If any students have physical disabilities affecting their lower limbs, wheel blades will be
provided (mini wheelchair skis) in order for the student(s) to participate with the class

A microphone may be used for those who may have hearing impairments

2 1. Brief history of cross country skiing DSR, DI -Skis

Introduction to 2. Skiing for sport appeared in Norway, early stages- most skiers carried a single pole -Ski Poles
Cross Country 3. Safety, rules, and sizing -Winter
Skiing 4. What do you do if you fall off the track, be aware of the people around you when using ski boots
poles -Winter
5. Skiing with a buddy clothing
6. Students will get into partners and create their own trails, follow the leader→ taking turns
7. Skiing→ follow the leader
8. After partnership, students will come together with teacher and teacher will lead a trail/walk.
During this trail, leaders can switch off
- Teacher will ask questions pertaining to safety and rules to guide them towards thinking for
final unit test, which will provide immediate and ongoing feedback
9. Free choice with skiing→ individually, with a partner, in groups
- Students will have time at the end of the lesson to explore with cross country skiing in set
parameters and a buddy system
- Students will work collaboratively together to share and learn from one another about safety,
rules, and/or skill.
- The teacher will assign students to groups of similar learning ability
10. Journal entry (either written or virtual document)
- Describe one safety rule when cross country skiing. Did you enjoy today’s lesson? Why or why
not?
Differentiation/Adaptations

- Ski-poles will be available for use if needed for extra balance

- The guided skiing trail will have different pathways, whether a student feels comfortable
trekking through the deeper snow will hills or going through flatter land with shallow snow

- If any students have physical disabilities affecting their lower limbs, wheel blades will be
 provided (mini wheelchair skis) in order for the student(s) to participate with the class

A microphone may be used for those who may have hearing impairments

3 1. Rules and management DL, DI, -Swimwear

Introduction to - No running on deck, no pushing, no diving in undesignated areas of pools, adhere to lifeguards DSR -Goggles
Basic skills and 2. Dynamic warm-up (wet) (optional)
water safety - Led by teacher on pool deck, Fitness circuit: 30 seconds of each exercise (9) with 10 seconds -kickboards
of rest in between each exercise*Students will go through circuit once & perform skill in the -aquabelts
shallow end of the pool handpaddles
- Student must make sure they have enough room around them for movement and no deeper PFDs/lifejack
than chest height ets
3. Activity 1→ Flutter kicking -flippers
- Students will be shown how to flutterkick from teacher through visual and verbal
communication. Students will then have the option to either practice on deck, in the water
grabbing onto the wall, or through propulsion. Aids are available for use.
4. Activity 2→ Arm pulls
- Students will be shown how to pull water with arms from teacher through visual and verbal
communication. Students will then have the option to either practice on deck, in the water
while walking, or through propulsion with kicking. Aids are available for use.
5. Activity 3→ Free choice
- Students will have the option at the end of the lesson to explore in the water and try different
activities and/or practice activities teacher went through.
6. Journal entry (either written or virtual document)
- Describe one safety rule, in the pool or in the pool facility, to adhere by. Did you enjoy today’s
lesson? Why or why not?
Differentiation/Adaptations

- Students have option to stay at one particular station (out of water, at wall, propulsion in the
water) until they feel confidence and competence to move onto the next station

- Students have option to use an aid while taking part in the activity in order to feel more
comfortable

- Students have option to go further than the exceeding line if they are competent (with the
supervision of a lifeguard)

- Students have option to use flippers/hand paddles in order to feel propulsion if having
difficulties moving in the water

A microphone may be used for those who may have hearing impairments

4 1. Review of rules and management DT, DI, -nets

Introduction to - No running on deck, no pushing, no diving in undesignated areas of pools, adhere to lifeguards DSR -handballs
Water polo 2. Dynamic warm-up (wet) -Swimwear
- Led by teacher on pool deck, Fitness circuit: 30 seconds of each exercise (9) with 10 seconds -Goggles
of rest in between each exercise*Students will go through circuit once & perform skill in the (optional)
 shallow end of the pool -kickboards
- Student must make sure they have enough room around them for movement and no deeper -aquabelts
than chest height handpaddles
3. Activity 1→ treading water PFDs/lifejack
- Teacher demonstrates on the edge of the pool→ Have students practice the motion with their ets
legs while sitting on the edge of the pool -flippers
- Allow students to practice in water with chest depth, body stays upright and head above the
surface, arms and legs move to keep you afloat→ any movement is acceptable https://www
4. Activity 2→ target practice (aim ball in net) .youtube.co
- In partners, Practice first hitting a pyramid of flutter boards with a ball while standing at the m/watch?v=
bottom of the pool. After a few tries, try treading water while throwing the ball towards the X9NkKHYGF
tower of flutterboards. TI
5. Rules and guidelines of water polo
- Water polo players in possession of the ball can pass it forwards, sideways or backwards.
Water polo players must tread water and are not allowed to touch the bottom of the pool
except goalkeeper
- **modification if needed→ Cannot touch bottom of pool when in possession of ball.
Watch a quick video of water polo for better understanding
6. Game→ two games going of water polo
- Split class into 4 teams, 2 games. Get two games going in either one pool or you can try one
game in shallow end with modifications and one game in deep end with no touching of the
bottom. Aids are available for use.
7. If time** free choice
- Students will have the option at the end of the lesson to explore in the water and try different
activities and/or practice activities teacher went through.
8. Journal entry (either written or virtual document)
- List one way to change the game of water polo to make it easier to play. Did you enjoy
today’s lesson? Why or why not?
Differentiation/Adaptation
- If student cannot swim, they can still participate in a game of waterpolo by using a flotation
device and/or touching the bottom of the pool while playing
- Students have the option to use an aid while taking part in the activity in order to feel more
comfortable
- Students who have EAL will have access to technology to communicate and visuals

A microphone may be used for those who may have hearing impairments

5 1. Go to community fitness centre that offers spin class DI, DSR -proper gym
Fitness - Make sure student is being respectful to self, others, and facility. Student must adhere to clothes
centre→ Spin facility rules. -indoor
class 2. Have spin instructor lead class shoes
3. Journal Entry
- Name two muscle groups you engage during a spin class. Did you enjoy today’s lesson? Why
or why not?
Decided to change the activity to one that is more inclusive to those who may have physical
disabilities restricting use in their legs
6 Fitness - Go to community fitness centre that offers weight training class DT, DL -proper gym
centre→ weight - Make sure student is being respectful to self, others, and facility. Student must adhere to clothes
training facility rules. -proper
- Have weight training instructor lead class Students will go through a virtual fitness footwear
class
- Journal Entry (either written or virtual document)
- Describe one safety rule to adhere by during a weight training class. Did you enjoy today’s
lesson? Why or why not? Which was your favourite lesson of the unit and why?
Differentiation/Adaptations
- Allow for use of variety of weights in order to fit the students comfortability and skill level
- If students are restricted in upper body/lower body movements, student(s) can (to the best of
their ability) demonstrate the pose to the best of their ability.

- If student(s) have EAL using visual representations will be key in instruction

- If the activities are too difficult for the students we will give modifying cues to adapt, such as
when doing a squat, instead of squatting to a 90 degree angle, squat as low as your body is
willing

- A headset may be used for those who may have hearing impairments

- Those who need a challenge can be hooked up to heartrate monitors to track quantitative
effort
Introduction to DI, DL,
Yoga 1.Motivational/Anticipatory Set (introducing topic while engaging the students) DSR

• Who here has tried yoga before?

• Yoga is a group of physical, mental, and spiritual practices or disciplines which originated in
ancient India.

• Today, we will be going over basic poses that will allow you to feel relaxed and well stretched.
We will start with a sun salutation and finish with a core workout

2. Safety Considerations:

No sock feet. Bare feet are acceptable.

· Wear gym clothing that allows unrestricted movement.

· Wear no jewelry.

· Tie back long hair and remove barrettes.

· Secure or remove glasses.

*After workout, each person cleans their mat with disinfectant

3. Warm-up

- Fitness circuit: 30 seconds of each exercise (8) with 2 rest stations *Students will go through
circuit once

1. Main Procedures/Strategies:

Skill or Concept Learning Activities Teaching and Observation

Points

• Standing tall
Sun Salutation *Diagram the formation you want • Hands together at
(Hold each pose chest
for 20 seconds) X • Suck in belly button
• Even weight distribution
Mountain pose X X X X X X on feet

X X X X X X

X X X X X

• Raise both hands up

Back Bend with palms facing the
ceiling
• Pull your chest up high
• Reach back with your
hands
 • Straight legs
Forward Bend • Head to knees
• Fold forward
• Wrap hands around the
back of your ankles

• Straighten back leg

Left/Right foot • Make sure the knee
forward lunge doesn’t go past the foot
• Eyes straight ahead

• Suck in bellybutton to
Plank-Stomach- spine
Cobra • Tuck in tailbone
• Arms squared
• Lower to ground
• Chest rises
• Arms straighten

• Arms forward
Downward Facing • Head drops between
Dog shoulders
• Tailbone up
• Legs straighten
 Core sequence Core exercise is great for building core strength leads Chair pose- knees together,
(30 secs each) to better balance and stability which can help make palms together, pull
everyday activities easier and improve sport shoulders down
Chair pose performance
Planks- keep core
Planks front, both engaged, keep hips
sides and back and spine aligned

Bicycle crunches Bicycle crunches- opposite

arm opposite leg, fully
Navasana extend the legs

Navasana- press through

Lay there for the heels, look at your
remainder of class toes, lift your chest
(savasana) towards the roof

End with namaste

Child’s pose Use as an option for

students who are
struggling and need a
break

2. Journal Entry: Name two muscle group you engage during a yoga pose. Did you enjoy
today’s lesson? Why or why not? (either written or virtual document)

Adaptations/Differentiation:
 • If the poses are too difficult for the students we will give modifying cues to adapt, such as when
doing the forward bend instead of keeping your legs straight you can bend a little at the knee to
make it more comfortable.
• If students are restricted in upper body/lower body movements, student(s) can (to the best of
their ability) demonstrate the pose to the best of their ability.

• If student(s) are frustrated or are not understanding how to demonstrate the pose, they will be
instructed to go into child’s pose.

• If student(s) have EAL using visual representations will be key in instruction

- A headset may be used for those who may have hearing impairments

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:
Is there alignment between outcomes, performance There is correlation between the lessons, tasks, and assessment with the outcomes
assessment and learning experiences? provided in the curriculum. The lessons were planned to meet the outcomes selected for
this unit. The students lessons consist of body management activities (water aerobics),
alternate environment activities (snow, pool, fitness centre), health-related (cardiovascular
endurance, muscular endurance and strength) and skill-related activities (power).

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?
- Allow access of aids such as PFD’s, lifejackets, aqua belts, etc., to be used in
swimming
- Students can use modified equipment for all skills and environment activities
- Use visual, auditory, and kinesthetic strategies for all learner types
- Adapt/modify skills to meet the learner
- Break down the language into simpler terms/ break down the skill into sections
and gradually bring the sections together to complete the skill
- Use a microphone for students with hearing impairments
- A variety of visual, verbal, and kinesthetic instructional approaches can be used for
students with English as an additional language

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources on an
ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each child’s identity?
For students who need a challenge:
- Ask students who need a challenge to help those who are struggling
- Make distances for swimming, skiing, or snowshoeing longer
- Increase resistance for spin classes, increase weight/reps for weight
training class
- Ask students to critically think and explain how to perform the skill
- Utilize different technology to challenge student ability (i.e., hear-rate
monitor→ a quantitative measurement of their overall effort)
*For all students- The instructional practices included in the lesson plans of the unit
exemplify culturally-responsive teaching, inclusiveness and work cooperatively and
collaboratively
- Videos, hands on learning, and other experienced instructors are used for
instruction
- After instruction is given through the teacher, group work, collaboration,
and communication is encouraged between students
- Students have the option to work at their own level independently after
teacher gives instruction
- Student-centered approaches are included in order to respond to student
learning needs and student choice
Students will have access to modified equipment if they choose to utilize. Students will
also have aids available. The teachers are always available for resource purposes,
answering questions, giving feedback, etc. Students also have the opportunities to ask
fitness centre instructors resourceful information. Students will have access to online
resources through school computers for better understanding.
Each student will be given the same opportunities to succeed with differentiated
instruction. The content of the unit will be delivered in a way that respects all students and
their cultural and personal identities. FNIM content will be presented through
snowshoeing. At the beginning of the lesson, I would go over how the Athapascan Indians
of the Canadian west coast and the Algonquin (Huron) Indians of the St. Lawrence River
valley relied most on snowshoes and brought them to their greatest peak of perfection
(Snowshoe Magazine, 2018).
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

References

MayoClinic. (2016, August 20). 5 steps to start a fitness program. Retrieved from https://www.mayoclinic.org/healthy-lifestyle/fitness/in-
depth/fitness/art-20048269?pg=2

Snowshoe Magazine. (2018). Retrieved from https://www.snowshoemag.com/2012/06/17/snowshoes-and-the-canadian-first-nations/.

Write-up

I have chosen the design of this unit plan to reflect outcomes W3 and W7. My unit plan also reflects student interest and input. I have

asked my students to give input as to which physical active environments they would like to incorporate into the unit. This allows for the unit

to reflect the outcomes, as well as increase engagement of the students.

I plan lessons and assessment based on provincial curriculum. My plans effectively integrate the outcomes and indicators of

Wellness 10 (W3 and W7) with a variety of instructional strategies and assessment, both formative and summative. My lessons are based in

alternative environments in the local community that reflect body management activities incorporating health-related and skill-related

components. The assessment includes student self-assessing at the end of each lesson(s) following prompt questions that will reflect their

summative assessment (fitness plan). The teacher and other instructors will also give feedback throughout the lesson.

I make student learning goals for each lesson/task. My unit plan is designed to meet its goals through the instruction and planned

activities. The unit plan also has flexibility in order for the students to meet their own individual goals throughout the unit.

I know which instructional strategies to pick at given times. The instructional strategies throughout the unit reflect the outcomes

and indicators, but also meet the needs of the learner. The instructional strategies allow for the student to understand the outcome and

indicator being achieved in their learner type.

 I create formative assessments. My formative assessment of teacher feedback allows me to make appropriate changes in order to fit

the class. If I am repetitive in my feedback, this tells me that multiple students are having troubles understanding a concept/task. This means

my instruction wasn’t clear for that group of students.

I create summative assessments. The fitness plan and unit test are designed to reflect the content of the unit plan. The unit test

questions reflect content learned through the lessons, with specific answers, while the fitness plan allows the student to shape the assessment

to make it personal and individualized. The journal entries allow for me to view the students feelings and thought processes towards the

content of the unit.

I set and use goals for enhancing my professional development. My two goals I have for this unit plan corresponds to TECH point

4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content and perspective into all teaching areas and 3.1 the ability to

utilize meaningful, equitable, and holistic approaches to assessment and evaluation. I was able to incorporate First Nations content in the

snowshoeing lesson, however, lacked to include FNIM content and perspective into all teaching areas. My goal is to shape each lesson in

order to somehow incorporate FNIM content into each lesson of the unit. My assessment pieces I believe are meaningful, equitable and

holistic in the sense that the students are learning to create and revise personal fitness plans in order to promote active lifestyles. However, my

goal is to create more formative approaches of assessment in order to keep track of the students’ progress throughout the unit versus relying

on teacher feedback and journals.

I understand how to plan for differentiation and adaptation. Each lesson has modifications and adaptations in order to create

success for all students with different needs. Changes in the content, equipment, and environment can be made to customize the learner’s

needs in order for them to be successful. As well, changes in the way I direct my instruction and how I direct my instruction can be made in

simpler terms and a variety of literacies (visual, verbal, etc.,).

 I create engaging learning activities and tasks. The learning activities are created from student input prior to the unit. The learning

activities and tasks reflect the interest of the student(s) and promote team work and interaction between the students. The learning activities

and tasks lead up to the individualized fitness plan which presents students ownership of learning.

My planned activities would improve the discipline specific literacy skills of my students. My students will be exposed to visual

literacy, speaking and listening literacy, and technology and digital literacy during the unit. Students will have a chance to improve these

literacy strategies during the unit through trial and error. They will also have the opportunity to self-assess in their journal entries and their

customized fitness plan.

I can create a unit that would achieve the outcomes and indicators. My unit includes assessment, differentiation, modifications,

instructional strategies, and other components work together to create success for the student(s) to meet the outcome(s) of the unit. Each

element in the unit plan has a purpose and reflects the provincial curriculum.

The final task in my unit elicits evidence of application in a new situation. My final assessment allows student ownership in the

learning. The content prior to their final assessment is relevant and can be utilized in the fitness plan. The fitness plan allows for students to

show their demonstration of knowledge throughout the unit, as well as shows themselves through the activities, etc. chosen. This fitness plan

also shows me they are capable of planning and engaging in movement activity to create confidence, competence, and sustainability in

alternative environment activities that includes health-related and skill-related components.

I can create a unit that would assess the outcomes and indicators. My unit and assessment strategies encompasses the outcomes in

the a diverse way. The content of my unit hits most aspects of outcomes W3 and W7 that reflect the Saskatchewan curriculum.
Final Unit Test Name:
Date:
/25

1. If you fall during cross country skiing on a trail, what do you do? (1 mark)

2. Please explain what overtaking means and what 2/3 alternative environment activities it applies to. (2 marks)

3. What 3 situations do you keep your ski poles close to your body? (3 marks)

4. What personal feature is used to determine the appropriate snowshoes for an individual? (1 mark)

5. Please explain what is a health-related component of fitness. (1 mark)

6. Please explain what is a skill-related component of fitness (1 mark)

7. List and explain 5 water safety tips and considerations in and around water. (5 marks)
8. List 1 water activity, 1 snow activity, and 1 fitness centre activity you could incorporate into your future fitness plans? (3 marks)

*NOTE not including ones we’ve experienced in this unit

9. Reflect on 1 barrier to your own pursuit of participation in one of the alternate activity environments and why? (2 marks)

10. What are 2 rules in the game of water polo? (2 marks)

11. Name two activities, environments, health-related and/or skill-related components you EITHER liked or disliked and why. (4 marks)
Wellness 10 Journal Entry:

*Note: The following questions are prompts, however, students are required to record experience(s) during the lesson(s).
Journal entries may be in the form of a written or virtual document.

Lesson 1

Describe one interesting fact you learned about snowshoeing. Did you enjoy today’s lesson? Why or why not?

Lesson 2

Describe one safety rule when cross country skiing. Did you enjoy today’s lesson? Why or why not?

Lesson 3

Describe one safety rule, in the pool or in the pool facility, to adhere by. Did you enjoy today’s lesson? Why or why not?

Lesson 4

List one way to change the game of water polo to make it easier to play. Did you enjoy today’s lesson? Why or why not?

Lesson 5

Name two muscle groups you engage during a yoga pose. Did you enjoy today’s lesson? Why or why not?

Lesson 6

Describe one safety rule to adhere by during a weight training class. Did you enjoy today’s lesson? Why or why not? Which was
your favourite lesson of the unit and why?
 Personal Plan for Wellness 10

Name: _______________
Start Date:____________

The goal of this plan is to determine which aspects of your physical fitness you need to improve or maintain and devise a plan to
achieve your goals. Set goals for each of the components of fitness, whether they are ones of improvement or maintenance.

Pre-unit questions (Part 1: Assess your fitness level)

1. Do you live an active and healthy lifestyle? (regular exercise, eating a healthy diet, etc.)

2. List any activities you are currently involved in.

3. What activities would you like to try and what activities are you hesitant to try? Please indicate an explanation for each
choice.
 Part 2: Designing your 4-week Fitness Plan

*Your plan will be submitted to the teacher on a hard copy. The format of your fitness plan is up to you! As long as you include
the criteria necessary, you can complete your fitness plan in a chart, journal, calendar, etc.

- Consider your fitness goals (Having goals can help you stay on track and motivated to continue and include S.M.A.R.T
goal setting→ specific, measurable, achievable, relevant, and timely)

- Create a balanced routine (Keep in mind the physical activity guidelines, body management activities, alternate
environment activities, target games, health-relate and skill-related activities. As well, include the F.I.T.T. principle→
Frequency, Intensity, Time, Type)

- Start low and progress slowly (If you’re just starting to exercise, start cautiously)

- Build activity into your daily routine (schedule time to exercise as you would any other appointment)

- Allow time for recovery (Plan time between sessions for your body to rest and recover)

- Monitor your progress (Put the plan into action, make room for adjustments, check-in to see if your meeting your
fitness goals)
 Marking Rubric
4 3 2 1 0
Goals All goals are All goals are Most goals are Some goals are Missing from plan
included, goals are included, goals included included, but lack
written adhering to include only some Goals are not detail
S.M.A.R.T aspects of written according
S.M.A.R.T to S.M.A.R.T
Adherence to All aspects of Program adheres to Program only Program adheres to Missing from plan
F.I.T.T program adhere to most of the F.I.T.T adheres to some one component of
the F.I.T.T formula formula aspects of the the F.I.T.T formula
F.I.T.T formula
Activities Activities include a Activities include a Activities include Activities lack Missing from plan
variety of variety of health-related OR health-related and
components components skill-related skill-related
including health- including health- components of components and
related and skill- related OR skill- fitness but lacks lacks body
related components related components body management management
of fitness including of fitness including activities, alternate activities, alternate
either body either body environment environment
management management activities, or target activities, and
activities, alternate activities, alternate games target games
environment environment
activities, or target activities, or target
games games
Organization The program’s The program’s The program is The program’s Missing from plan
format is attractive format is well- well-formatted format and
and exceptionally formatted and well- however, organization is
organized organized disorganized confusing to the
reader
Amount of Detail Program is highly Program includes a Program includes a Program lacks
detailed and considerable moderate degree of detail indicating a
includes specifics degree of detail detail lack of preparation

Comments: /20